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Contents School Improvement Planning ........................................................................................................................... 2
Roles and responsibilities .............................................................................................................................. 2
School Improvement Priorities 2015-18 ........................................................................................................... 3
Quality of Teaching 2015 – 2018 ....................................................................................................................... 4
Achievement 2015 – 2018 ................................................................................................................................. 6
Early Years 2015 –2018 ...................................................................................................................................... 7
Behaviour (for Learning) & Safety 2015 – 2018 ................................................................................................ 8
Leadership 2015 – 2018 ..................................................................................................................................... 9
Resources 2015 – 2018 .................................................................................................................................... 10
PSED Objectives: 2015-2018 ............................................................................................................................ 11
Continuous Professional Development 2013-15 ............................................................................................. 12
Continuous Professional Development 2013-2018 ......................................................................................... 12
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School Improvement Planning
School Improvement Planning is determined by a number of factors:
Robust and effective School Self Evaluation
Internal stakeholders views i.e. staff, parents/carers, governors and pupils
External stakeholders views i.e. Local Authority (LA), Challenge Partners, Ofsted, Investors in People
The changing needs/fluctuations of the special school setting
In order to constantly set a culture of high standards and pupil outcomes, the school must reflect and
evaluate. Through a process of evidence-based Self Evaluation, Castlebar views itself as an Outstanding
school. This is in line with both internal and external Quality Assurance.
The previous cycle of School Improvement Planning focussed on the 3 core areas of Communication,
Socialisation and Independence and also the initial phase of school expansion. The same Key Priority Areas
are carried into the next phase of SIP:
Raise Standards in Communication
Improve Independence and Behaviour for Learning
Improve Pupils' Personal, Social and Emotional Development
Roles and responsibilities
Following the recent school expansion, new structures have been implemented where teachers with
teaching and learning responsibilities (TLRs) lead small cluster teams and monitor the progress within their
class teams. They also lead curriculum teams in the 7 Areas of Learning where their role is to develop
medium and long term targets in relation to their development area and to monitor progress.
The committees of the Governing Body also monitor the School Improvement Plan and the Headteacher
reports on the SIP through the Heads report to the Governing Body.
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School Improvement Priorities 2015-18
Raise Standards in Communication
Ensure all pupils make Outstanding progress from their starting points in their language and
communication skills
Ensure a relevant and appropriate curriculum offer for all pupils
Develop consistent early and pre-writing skills to raise achievement in writing
Further strengthen the self-assessment and pupil voice to allow for staff and pupil feedback
Improve Pupils’ Personal, Social and Emotional Development
Further strengthen the use of the environment to ensure clear routines, maximising
engagement of pupils in all classes
Further develop behaviour management through developing staff skills in the use of
motivational techniques
Improve Independence and Behaviour for Learning
To continue to provide and promote parent workshops to support independence, e.g. getting
out and about
To promote children’s independence through practical situations in relation to the new
curriculum
To encourage achievement throughout the school with independent learning and pupil self-
assessment skills
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Quality of Teaching 2015 – 2018 Target Action Time Frame Lead
Person
Monitoring Success Criteria
Develop staff skills to lead and train others in the use of specific interventions.
Audit present skills and CPD needs of staff
Ensure robust Induction systems are in place for all staff –SLT, teachers, T.As, SMSAs, students & volunteers
Provide specific and bespoke training related to CPD needs across the school , using a variety of mechanisms i.e. informal sessions, modelling ,external
Compile register of expertise in delivery of different interventions. Set up systems to ensure wide dissemination of therapeutic techniques
Visits to partnership schools to enhance knowledge & skills within Castlebar & in order to share expertise across the alliance
Develop identified staff to deliver bespoke and accredited courses to others in Castlebar, and across the Alliance / other schools.
Autumn term -annually
Induction begins on day of entry
Termly plans for delivery of training & development
Initial register July 2015. Update Autumn Term Annually
Initial plan Spring 2015. Update Autumn Term Annually
2018
Melanie
Melanie
AH-MDT
Melanie
Melanie/ Philippa
SLT/GB staffing
SLT/GB staffing
SLT/GB staffing
SLT/GB staffing /Alliance QA team
SLT/GB staffing /Alliance QA team
Audit sheets completed by staff/analysed by Melanie to organise relevant CPD, in order to enhance teaching & learning of pupils.
Evaluation sheets following training will ensure relevance in supporting & enhancing classroom practice. Termly T&D plans set in place …focus on new initiatives & current training needs
All pupils have greater access to appropriate interventions leading to higher achievement and demeanour.
Staff CPD enhanced leading to higher quality teaching and learning in classes. Teachers will achieve at least 2 ‘Outstanding’ grades in the different areas of teaching assessed.
Pupil progress will be evident in all areas i.e. behaviour, academic, communication, independence skills
5
Increase staff ability in the use of the independent activity
Learning walks and observations* to assess effectiveness of independent activity (planning, differentiation, preparation ,delivery)
Train staff on independence (levels of prompt)-focus on promotion of independence within activities.
December 2015
December 2015
Deputy/ AHs
Asst Heads
Head/SLT
Deputy
Staff are confident in using a variety of strategies to support pupil independence.
Child stays at, and completes, activity
Pupil voice is evident in Castlebar
Pupil and adult feedback within lessons is consistent throughout the school
Yearly plan in place scheduling learning walks and observations analysis to show greater pupil independence.
* Observation to include self-reflection using IRIS camera.
Develop consistent early and pre-writing skills to raise achievement in writing.
R&D working party –Writing, Work to be carried out within school and across the alliance. Findings & decisions to be disseminated to all staff (OT & SLT involvement).
Explore use of movement to develop writing skills and physical ability.
July 2017
Dec 2015
Hayley/ Anne
Aniko/ Zofia
Deputy/GB Curriculum Committee
AH’s
Staff are confident in the best approach to develop pupils’ writing skills, according to pupils’ level of ability. Analysis of attainment shows upward trend.
Staff are skilled in assessing pupil needs & using appropriate approach to support writing development
Staff are confident in using movement programmes to support learning & development and are implementing these programmes into their day
Further strengthen the self-assessment and pupil voice to allow for staff and pupil feedback.
Introduce staff to current practice within the school. Share evidence of progress through R&D evening/day
R&D working party –AFL, pupil voice and feedback within lessons between adults & pupils. Work to be carried out within school and across the alliance.
Ensure parents contribute/share views on pupil’s achievements and targets to supplement assessment.
July 2016
Termly structured conversations
Alan
AH’s
Alliance QA team
Deputy
Visible learning survey Autumn 2014, Summer 2015 shows progress in pupil feedback and higher attainment in all areas of the curriculum.
Parents’ contributions actively seen in assessment and target setting process
Resources and Finance
Training and Development Costs -staff cover, presenters, licence for accredited courses, train the trainer
Teaching School -£60-80,000
Development Centre -£30-40,000
T&D costs £25-30,000 annually
Income from courses delivered
Material Costs-resources for accredited courses, resources to support interventions
6
Achievement 2015 – 2018 Target Action Time Frame Lead Person Monitoring Success Criteria
Develop further rigour of Assessment including implications of the new Curriculum i.e. assessment without levels.
Training to introduce the new curriculum
Review formative assessments within lessons e.g. assessment sheets, codes for consistency across school. Check for use of in Learning walks, observations, work scrutinies. Moderate with partner schools
Review school’s current assessment system in light of new reforms.
Moderate pupils’ work and assessment procedures across the Alliance to enhance staff knowledge and practice.
Jan 15
Termly review evaluation, feedback and action planning.
Spring 2015
Spring & Summer Terms Annually
Margaret Allan
AHs
Alan
Alan
TLR’s/SLT
Deputy
Head/SLT
Deputy
Staff will have awareness of the new curriculum, enhance our own curriculum and provide pupils with relevant learning.
Specific links between assessed task and next steps to ensure maximum progress in pupils’ learning.
Evidence of use of formative assessment to inform quality planning directly differentiating at individual pupils’ levels leading to improved attainment by pupils.
Assessment system appropriate to pupils’ needs.
Consistency of levelling of pupils’ work across Alliance leading to appropriate setting of curriculum targets then in turn greater attainment.
Further develop assessment systems for High Needs pupils
Scope systems used in other schools trial them in high needs classes e.g. MAPP
Based on evaluation of different assessment systems implement appropriate system to begin September 2015
Initial plan Spring 2015.
September 2015
Alan/ Heather T/ Alison E
SLT/GB Curriculum Committee
To be able to provide a more accurate description of a child’s progress
Evidence to show that all pupils are making progress.
An improved assessment system specifically for High Needs children that is consistent throughout the school
Track rates of progress of different ability groupings
Devise appropriate assessment systems to track impact of interventions.
April 2105
Alan/Heather
SLT/GB
At least 80% of pupils achieve outcomes
within median-upper Quartile
Relevant measures are in place that identifies effective impact of Interventions.
7
Early Years 2015 –2018 Target Action Time Frame Lead Person Monitoring Success Criteria
Ensure detailed assessment information accompanies the children on entry into the school from Early Years settings.
Produce “About Me” tick list for Nursery Practitioners to complete to enable accurate assessment/baseline on entry
2 year progress tracker from Pre-School setting
Earlier identification of prospective pupils from L.A (s) to help with class organisation
Review and update current transition/induction arrangements for new pupils.
Annually in Autumn term
July 2015
2018
July 2016
TLR (Early Years)
Early Years teachers
Assistant heads
TLR (Early Years)
Assistant Head (EY)
Assistant Head (EY)
SLT
GB Pupil & Parents Committee
Assessment information leads to accurate class placements
Progress tracker received and a clearer picture of pupils
Class organisation easier and home visits completed before pupil starts school to ensure smooth transition for pupils
Shared knowledge of pupils to ensure smooth transitions, appropriate class placements,
Ensure robust tracking systems support transition from Early Years to Key Stage 1
Review effect of assessment & reporting systems and information transferal. i.e. Ensure development matters relates to progress tracker and IEPs.
Cross-school EY moderation with alliance
July 2016
2015-2018
Assistant Head (EY)/ TLR’s(EY)
TLR (EY)
Assistant Head (Assessment)/ GB Curriculum Committee
AH’s
Information supports smoother transition, more accurate baselining and curriculum planning to begin KS1
Consistency of levelling of pupil’s work across Alliance
Disseminate outstanding practice in Early Years across the school and Alliance
Teachers/TAs share expertise both within school and across the Alliance to promote excellence in Early Years pedagogy.
Review methods by which parents contribute information on pupils’ achievements outside of school.
Ongoing T&D plan set termly.
2015-2018
EY Practitioners/ Assistant head (EY)
EY Practitioners/ Assistant head (EY)
Deputy
Deputy
Planning
Progress books / Tracker
Informal observations to help see approaches in action – recording children working to show learning in action
Meetings with other year groups to discuss ideas
Resources and Finance
Training and Development - Moderation, Nursery visiting/Obs
£2000
8
Behaviour (for Learning) & Safety 2015 – 2018 Target Action Time Frame Lead Person Monitoring Success Criteria
Further strengthen the use of the environment to ensure clear routines, maximising engagement of pupils in all classes.
Establish environmental check list
Review playground design , in light of new facilities –effective Zoning of playgrounds to promote greater pupil independence & interaction
Training of SMSAs to give effective support to pupils developing independence & interaction skills.
Improve transition /communication between class and playground to enhance pupils’ global learning experiences -Playground passports
Annual
Annual
December 2016
December 2016
Deputy/AH’s/ OT/SLT
Sharon/ TLR’s/ Lead SMSA’s
Deputy
AHs
Head
AHs/Deputy
Head /GB
Deputy
All staff use checklist to establish consistency and ensure the environment supports pupils
More focused. Increase pupils’ independence + level age of enjoyment
Staff skilled and effective in using outdoor areas to support pupil development in areas of independence & interaction
Pupils will be effectively supported to develop skills in all learning environments leading to higher attainment in PSHE.
Further enhance the positive approach to behaviour management through developing staff skills in the use of motivational techniques
Use of IRIS camera for professional reflection, to support positive management of behaviours.
Embed procedures & recording systems set up by Behaviour Focus team
Provide workshops for staff & GB to target knowledge and application of interventions i.e. ABA/VB
Scheduled weeks on year planner
Half termly meetings
Annually
Behaviour team
Behaviour TLR and team
Behaviour TLR and team
SLT/GB
Deputy
SLT/GB
Self/Peer reflection supports positive behaviour management for pupils.
Consistent approach to recording & monitoring behaviours, use of specific interventions, leading to a calm, purposeful learning environment for pupils.
Resources and Finance
Training and Development £2000 Material Costs Iris Camera - £3000
Playground Fences - £3000
Playground markings - £2000
9
Leadership 2015 – 2018 Target Action Time Frame Lead Person Monitoring Success Criteria
Further strengthen all levels of leadership in the school
Appraisal
process established for all staff
Clear leadership roles through comprehensive Induction packages at all levels
All staff participate in annual appraisal process using national professional standards
Annually to 2018
Annually to 2018
Head/ Deputy Head
TLR’s/ Teachers /Lead SMSA’s
GB Staffing
SLT/GB Staffing Committee
All staff know who is responsible for what in the school Better Quality Control
Working proactively Consistency throughout cluster
Appraisal outcomes lead to higher standards and high levels of professionalism
Pupils achieve ‘better than expected progress’
Further strengthen project leadership e.g. ELKLAN, AET
Use a variety of vertical groups, including parents, governors, staff & pupils
Refine / extend remit of intervention groups esp. regarding confidence
Create a shadow structure of staff with specific interests
July 2017 Communication Lead
Behaviour Lead
Deputy Head
Curriculum GB
TLRs
Leadership Team
Better participation and motivation from all groups
Consistent confidence measurement scale
Intelligence base of all staff interests aligned to appraisals
Further develop teachers as team leaders
Observe other team leaders
Shadowing team leader i.e. during meetings
Training to gain confidence in leadership
July 2017 Teachers Extended Leadership team
Confident and organised team leaders
Progression throughout role
Positive relationships amongst team
Regular meetings to give positive feedback
Reaching goals/targets
Further develop Governance - 1:1 conversations
Annual/Bi-annual GB 1:1 conversations
Training for Governors on legislation and good Governance
Annually Chair/Vice Chair GB
GB Highly effective GB able to set strategic direction of school
Develop school’s capacity as a Training and Development Centre
Lead posts in place to facilitate continued growth of school as CPD Centre
A suite of PD activities developed for delivery across a number of settings inc Accredited courses eg OTAP, ELKLAN
Spring 2018 Deputy/ CPD Manager
SLT/GB Castlebar is recognised as a Professional Development Centre locally and regionally
Resources and Finance
Training and Development External Leadership training - £5000
Internal inc Induction £3000
10
Resources 2015 – 2018 Target Action Time Frame Lead Person Monitoring Success Criteria
Further strengthen the admin team to prepare for further increase of pupil intake.
Roles & responsibilities review
Recruit/induct new team member
Prepare check list of tasks and assign responsibilities
Skills audit used to identify training needs
Jan 2015
Jan 2015 & ongoing
Dec 2016
Dec 2016
SF/PQ
SF/PQ
SF/PQ
SG/HT
SLT/Head
A highly trained and efficient team who work effectively together.
Staff can work effectively and efficiently
Pupil information shared with relevant stakeholders. School protocols and SIMS knowledge shared with relevant staff.
SIMS data checks show high degree of accuracy
Develop secure and robust IT infrastructure
Support learning in seeking and applying for alternative funding streams.
Review IT Support contract to ensure best value
Review Website provision
Review admin support for IT to develop ideas on how admin team can support IT use for learning
Review fundraising opportunities including building a database of email contacts e.g ex staff/pupils. Seek additional support for fundraising
Jan 2015
Mar 2015
2015-2018
July 2018
SF/PQ/HT
SF/PQ/HT
SF/PQ/HT
SG/HT
SLT and GB Resources Committee
SLT and GB Resources Committee
Better use of IT resources.
Refreshed and relevant website
Enrichment activities are continued /supported by additional grants/funding
Resources and Finance
Training and Development - IT training/Website development
£3000 Material Costs - IT
hardware
£5000
11
PSED Objectives: 2015-2018 Target Action Time Frame Lead Person Monitoring Success Criteria
Provide Training session to staff on British Values (BV)
Training Schedule to include BV training Easter 2016 Deputy Leadership team/GB Staffing Committee
All staff have a developed awareness of BV’s and are able to articulate at least 3 BV’s
Publish a monthly article on BV in Newsletter
To be included in Newsletter design for at least 4 months
July 2016 Head/Data Officer
Head Parents/carers have increasing awareness of the issue around promoting BV’s
Ensure new groups of staff receive Equality training
Induction and training programme for new staff to includ Educare Equality training
December 2017
Deputy Leadership team
New staff complete Educare online Equality training
Extended School Provision
Stay & Play: Including Dads December 2016
TLR/ESW Leadership Team
All children and Dads have access to inclusive activities
Makaton in the community
Promoting use of Makaton in local shops/services
July 2017 Makaton Lead
GB Pupil & parents Committee
Increased knowledge of at least 5 basic signs used in some local shops
12
Castlebar School Continuous Professional Development 2013-
2018 Teacher Training
School Direct – Collaboration
with St Mary’s, Twickenham
School Direct Alliance (2015/16)
Brunel University
St Mary’s College
Roehampton
Strategic Partnership-SMUC
Teacher Professional Development
Challenge Partners – school
development hub
NQT
NPQML– middle leadership
development programme
Research project – LRP
Masters routes
o DFE Bursary
Outreach advice to other schools
STL (London Leadership Strategy)
ELKLAN
Teaching Assistants Professional
Development
Scale 4 – Welfare Post – NVQ Level 1
Scale 6, 7 – Teaching Assistant Post –
NVQ Level 2, 3
Scale 8 – Higher Level Teaching
Assistant – NVQ Level 3/HLTA
Standards
ELKLAN
Routes into teaching
o DFE Bursary – Level 4
o Foundation degree
o Work based degree
All staff - CPD
Work Based Training Placements
Student placement
o Nursing, psychology, other volunteers
Investors in People Status
Autism Education Trust (AET)
Attention Autism
ELKLAN (Speech & Language)
First Aid
Team Teach (Behaviour)
Makaton
Subject Moderation
Safeguarding
Learning Research Projects
Healthy Schools Status
Talking Partners
Strategic Partnership-SMUC
PECS
13
Castlebar School Continuous Professional Development
2013-2018
Teacher Training
School Direct – Collaboration with St Marys,
Twickenham
2 students completed School Direct
placements (graded Outstanding)- 1
student appointed as teacher at
Castlebar for September 2014, 1
student appointed as teacher at Perivale
for September 2014
2 students interviewed and selected to
start course September 2014
Schools Alliance in place for September
2015/16
School-centred Initial Teacher Training
Student block placements:
o 2 SMUC
o 2 School Direct SMUC
o 5 SMUC Enhancement students
o 2 Brunel
o 1 Roehampton
Strategic Partnership –SMUC
Training delivered to Final Placement
Students by Assistant Head
Training for Link Tutors (SMUC)-
Assistant Head & Senior Leaders
Teacher Professional Development Challenge Partners – school development hub
Challenge Partners review Nov 13
13/14- 3 Assistant Heads involved in Reviewing
other schools in partnership
Whole school training AET levels 1&2. 3 Senior
Leaders AET3
NQT
1 Senior Teacher trained as NQT mentor
2 teachers completed NQT year successfully in
school.
NPQML– middle leadership development programme
Assistant Head trained and completed facilitator
training
2 Senior teachers will have completed programme
by September 14.
Masters routes- DFE Bursary
1 T.A – Scholarship Fund application to support
teaching degree
2 T.As –on teaching Degree path (Foundation
stage)
2 Teachers –Masters Degrees
Outreach advice to other schools
Individual Outreach visits
Outreach package offered to all local schools
including training sessions at Castlebar each term.
STL (London Leadership Strategy)
Programme delivered in Summer term. Adverts for
Autumn term in place.
ELKLAN
2 Senior Leaders to be trained to deliver course
(Autumn 14)
Teaching Assistants Professional
Development Scale 4 – Welfare Post – NVQ Level 1
Scale 4 welfare post in place Spring 2013
Scale 6, 7 – Teaching Assistant Post – NVQ Level
2, 3
3 T.A’s – moved from scale 6 to 7 (July 13)
1 T.A completed NVQ Level 3 and
interviewed and gained Scale 7 Post
ELKLAN
3 T.As completed EKLKAN programme
Autumn 13
Makaton
All staff trained in Level 1, 12 trained at
Level 2
1 T.A on coaching programme towards
becoming a Makaton Tutor. (in –house
trained)
Routes into teaching
3 T.A.s - Foundation degree
2 School Direct Students - Work based
degree completed & employed –July 13
2 School Direct Students-September 14
Apprenticeship
2 Apprentices have completed course
(July 14)
1 Apprentice appointed as Scale 4 T.A –
September 14
2 new Apprentices to be recruited
September 14
14
